Title: Lily's Crossing

Author: Patricia Reilly Giff

Illustrator: N/A

Year: 1997

Recommended for (grade or age levels): 5th-6th grade

Purchase: Buy It Here!

http://www.randomhouse.com/teachers/catalog/display.pperl?isbn=9780385321426&view=tg

This website provides different questions that students can answer about the historical context relevant in Lily’s Crossing. In addition, additional research and different projects can be constructed in the classroom by using information from this website. This website covers additional subjects, such as Social Studies, in addition to the Reading aspect.

http://wars.mrdonn.org/WW2.html

This is a website that links to different World War II lesson plans that can be connected back to Lilly’s Crossing. This would allow for a connection to be made between the current war in Iraq in relevance to the extremely important historical aspects of World War II.

http://www.archives.gov/education/lessons/wwii-posters/

This is a website where students can talk about the use of Art in the war, such as propaganda posters and movies. Often times, students are not aware that propaganda posters are pieces of art, however, they portray important aspects of the war, just as pieces of art portray important aspects of society.

Lily: Elizabeth Mary Mollahan, also known, as the main character “Lily.” Lily is a ten-year-old girl in the fifth grade. She lost her mother at a very young age, so she lives with her father and grandma. When her father goes overseas, she then lives with just her grandmother. She loves to write stories and books. Even at a young age, Lily tells a lot of lies and those are seen through her struggles and the events that take place in her life. The absence of both her mom (who is no longer alive) and her dad (who is overseas) explains a lot about who she is. Throughout the book we see how everything she goes through helps her grow and become the girl she is. She experiences moments of happiness, sadness, and sorrows. Through all of this, we get to see Lily grow over time.

Margaret: Margaret is Lily’s best friend. They both spend their summers at Rockaway Beach, New York. This one specific summer, Margaret does not return. Her brother has enlisted in the army and is overseas, while her family moved away.

Albert: Albert is Lily’s summer neighbor who becomes her very good friend. He is a refugee from Hungary living with his aunt. He comes with many secrets. Most of his family was lost in the war, so he felt very alone. Although he is shy and has a lot going on in his personal life, he opens up with Lily and together they have a great friendship.

Lily, a main character in Lily’s Crossing, is forced to stay in America with her grandmother when her father was drafted to France during World War II. This took place in 1944 when World War II changed the lives of people around the world. Albert, another main character, came to America with his grandmother because the rest of his family was lost in the war. While the book focuses on the emotional heartache that family members endure during war, the context of the war is played out across the Atlantic, which the characters attempt to cross at the climax of the story.

One element of social justice in Lily’s Crossing is the element of social action. Many of the characters in this book, such as Pappy, Albert’s Parents and Gram, are all doing their part to help in the war effort and to stop the Natzi’s from harming anyone outside their genetic line. Poppy is in the army physically fighting to keep everyone at home safe, even though he would much rather be with his mother and daughter. Albert’s parents wrote to a very dangerous newspaper speaking out against the Natzis. Gram, and others in the states are saving money, and doing what they can to support the troops overseas. These people are all rallying together so everyone can be free from the terror of the Natzis. They want to be free to be who they are regardless of their background. Social action is the most prevalent social justice aspect in this story.

6.1.4.A.2 - Explain how fundamental rights guaranteed by the United States Constitution and the Bill of Rights (i.e., freedom of expression, freedom of religion, the right to vote, and the right to due process) contributes to the continuation and improvement of American democracy.                                   

During the time of war, Lily and her loved ones struggle to maintain their rights as citizens, especially when the Natzi’s threaten to deplete individuals of their characters.

1.1.5.C.3 - Time, place, mood, and theme are enhanced through use of the technical theatrical elements. Analyze the use of technical theatrical elements to identify how time, place, mood, and theme are created.    

It’s important for authors to set the mood for the story, to allow the readers to further make a connection and dig deep into their emotions to evaluate the character’s true feelings.

6.1 U.S. History: America in the World: All students will acquire the knowledge and skills to think analytically about how past and present interactions of people, cultures, and the environment shape the American heritage. Such knowledge and skills enable students to make informed decisions that reflect fundamental rights and core democratic values as productive citizens in local, national, and global communities.

This concept would allow students to make a valid connection between the current war in Iraq and the war during Lily’s time. Students will understand the ongoing struggles that Americans undergo to support their rights.

SWBAT imagine being a child left in America while a loved one if over-seas fighting in WWII. SWBAT write a letter to their loved one and include 3 types of historical events that happened during the time of their writing. TWBAT assess the students’ understanding of the historical context during the time of WWII through their historical events included in their letters.

Dear Lily,

I miss you! How is your summer so far in Rockaway Beach, New York? I cannot believe how much you are going through at such a young age. Being your friend, I hope I can be support to you. You know I will always be here for you, no matter how far apart we are. If you ever need anything, my family and I would love to help you out. You are such a strong young girl and if I ever have to go through life with my parents being absent, I hope to be as strong as you. How do you handle not having your mom and dad? Is it really hard?

I love that you find time to read and write even during these times. Can I read your writings one day? I like to write too and would love to share my favorite poem with you, if you would like to read it. Are there any books you can recommend for me to read? I love to read, but have trouble picking out good books!

Is this summer different without Margaret at the beach with you? At least you made a friend in Albert. I hope one day I can meet him. Please don’t replace me! Also, my mommy tells me that it’s not good to lie. Why do you lie? It’s not a good thing to do, so please try not to lie as much.

Although I am far, I don’t want you to ever feel alone. You can write to me whenever you want! I will write back quickly, I promise! Say hi to your grandma for me. I will see you soon Lily. Have fun! I hope to hear back from you soon!

                                                                         Love and Miss you!

We really enjoyed the book, Lily’s Crossing, because of the connection we were able to make to everyday life in relation to the war in Iraq. The news is constantly covering events taking place over seas; it is hard to escape the heartache that family and friends endure during a time of war. Since this is such an important topic in our lives today, it would be beneficial to expose the students (4^th-5^th graders) to this novel allowing them to make the same connection we did.

Giff, Patricia Reilly. Lily's Crossing. New York: Delacorte, 1997. Print.